1. Jr High Resource Teachers Professional Development Series Focus: Differentiation Jr High Resource Teachers Professional Development Series Focus: Differentiation Halifax Regional School Board 2009-2010 Mike Coughlan Camilla Taylor Theresa MacNeil

2. ‘Anchor’ for the day ‘Anchor’ for the day Throughout the day, please continue to work on: A) creating a class profile (sample included) B) completing your lesson plan (sample planners and guiding questions included)

3. Pre-assessing Current Understandings My Dots to Higher Learning Walk around the room and place a dot along each line to indicate your current level of comfort/knowledge about each topic. Quiz Time Complete this quiz to indicate your current level of comfort/knowledge about each topic.

4. Anchoring Activities Anchoring activities are ongoing assignments that students can work on independently throughout a unit, grading period or longer. Curriculum-based Curriculum-based Have instructional clarity Have instructional clarity Differentiated to meet the needs of each student Differentiated to meet the needs of each student Engaging Engaging -- Carol Ann Tomlinson

5. 9:00Welcome: Anchor and Pre-assessment activities 9:20Homework and Contextual Background 10:30BREAK 10:45 Climate, Assessment and Inclusive Philosophies 12:00LUNCH 1:15Instructional Strategies, Lesson Planning, Post- assessment, Reflection and Strategy Sharing 3:00 Sub Claim Forms Evaluations Requests

6. Examine the principles, and some structures and strategies underlying differentiation Examine the principles, and some structures and strategies underlying differentiation Focus on the connection between assessment and instruction Focus on the connection between assessment and instruction Focus attention on understanding purposeful respectful and fair tasks and assessments Focus attention on understanding purposeful respectful and fair tasks and assessments Review some lesson formats Review some lesson formats Share thinking around ‘applied differentiation ’ and its impact on Adaptations and IPPs Share thinking around ‘applied differentiation ’ and its impact on Adaptations and IPPs Reflect on your role in supporting classroom teachers who want to attempt further differentiation in their rooms Reflect on your role in supporting classroom teachers who want to attempt further differentiation in their rooms Together we will:

7. Homework It is time to share your homework on your representations of Wormeli’s ‘big ideas’ in Chapter 1.

8. We think, learn, and create in different ways” Development of our potential is affected by the match between what we learn and how we learn with our particular intelligences” Tomlinson 1999 p. 18 Development of our potential is affected by the match between what we learn and how we learn with our particular intelligences” Tomlinson 1999 p. 18

9. Multiple Intelligences Verbal-Linguistic Verbal-Linguistic Logical-Mathematical Logical-Mathematical Visual-Spatial Visual-Spatial Musical-Rhythmic Musical-Rhythmic Bodily-Kinesthetic Bodily-Kinesthetic Interpersonal Interpersonal Intrapersonal Intrapersonal Naturalist Naturalist Emotional Emotional http://www.familyeducation.com/special_gift/check/1,3056,0-1,00.html

10. Learning Styles Preferences The following may be considered when developing appropriate tasks for students who may prefer different types of learning activities: Auditory Auditory Visual Visual Kinesthetic Kinesthetic Gender Culture Race Thinking styles (Analytical, Practical, Creative) Intelligence Preference http://www.ldPride.net

11. What Is Differentiation? Differentiation is first and foremost a professional and responsive mind-set” p.7 Differentiation is first and foremost a professional and responsive mind-set” p.7 It charges that we do whatever it takes to maximize students’ learning and prepare them to handle anything in their “current and future lives” It charges that we do whatever it takes to maximize students’ learning and prepare them to handle anything in their “current and future lives” p. 9 Wormeli 2007 p. 9 Wormeli 2007

12. Differentiating Instruction “Differentiating instruction means creating multiple paths so that students of different abilities, interests or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process. It allows students to take greater responsibility and ownership for their own learning, and provides opportunities for peer teaching and cooperative learning.” http://members.shaw.ca/priscillatheroux/differentiating.html

13. Differentiating Instruction Ensures that all learners participate in purposeful, respectful work and continue to grow within curriculum that is responsive to their varied needs. Quality programming is always based on outcomes.

14. is a teacher’s response to learner’s needs guided by general principles of differentiation, such as Respectful Tasks Flexible Grouping Ongoing Assessment and Adjustment Teachers can differentiate according to student’s through a range of instructional and management strategies ContentProcess Learning Environment ReadinessInterests Learning Profile Clear Learning Goals Appropriate Degree of Challenge Product

15. Why Differentiate? Students differ in many ways. Students differ in many ways. One size does not fit all and “a threatened learner will not persist with thinking or problem solving.” (Tomlinson 1999) One size does not fit all and “a threatened learner will not persist with thinking or problem solving.” (Tomlinson 1999) Differentiation provides all students with access to all top-quality curriculum. Differentiation provides all students with access to all top-quality curriculum.

16. The Contextual Background Behind it all

17. Principles that guide Differentiated Classrooms: The Differentiated Classroom Tomlinson 1999 Teachers carefully fashion instruction around the essential concepts, principles and skills of each subject.. Teachers carefully fashion instruction around the essential concepts, principles and skills of each subject.. Teachers understand, appreciate, and build upon student differences and have high expectations for each. Teachers understand, appreciate, and build upon student differences and have high expectations for each. Teachers understand that on-going assessment and instruction are inseparable. Teachers understand that on-going assessment and instruction are inseparable. Teachers adjust content, process, and products in response students’ readiness, interests and learning profiles. Teachers adjust content, process, and products in response students’ readiness, interests and learning profiles.

18. Principles that guide Differentiated Classrooms: The Differentiated Classroom Tomlinson 1999 All students participate in respectful work. All students participate in respectful work. Teachers and students collaborate in learning. Teachers and students collaborate in learning. Teachers balance group and individual outcomes for maximum growth and individual success. Teachers balance group and individual outcomes for maximum growth and individual success. Teachers and students work together in a variety of ways. Teachers and students work together in a variety of ways.

19. Thinking about these : Thinking about these : Activity: With the group you chose, or the group to which you were assigned, please read and summarize the ‘big ideas’ of the principle. Share your thinking with the whole group in a few minutes.

20. Tomlinson 1999 Artful Teaching The Student The Teacher The Content

21. Tomlinson 1999 Artful Teaching Making sense of knowledge, ideas and skills Proactive planning Curriculum assessment and instruction

22. Nutrition Break 10:30 until 10:45

23. Climate “ Intro/Preparing for Differentiation” Applied Differentiation PD 360 Community of learners, respecting each other Difference is made ordinary; “fair” does not mean “equal”, but rather ‘needs met’ Inclusion is evident Purposeful and respectful work is the norm ‘Inviting’

24. Assessment and Instruction “go together” Using frequent and varied formative assessment ensures that the curriculum and instruction is…. - - providing a proper degree of support and Challenge - - acting as a source of Affirmation - - allowing students to make a real Contribution - - providing them with a sense of Power - - providing them with a sense of Purpose

25. Assessment and Instruction “go together” Wormeli contends that: “..we don’t separate assessment from instruction…….we cannot have good assessment that does not instruct, and we cannot have good instruction that does not assess.” p.67 “If we want an accurate portrayal of a student’s mastery of (learning), the assessment format we use must enable us to do that.” p. 11 Differentiation: From Planning to Practice Rick Wormeli 2007

26. Does “fair” always mean ‘equal’? Some of you can now participate in some role playing with Mike, Camilla and Theresa to help draw conclusions about this prompt…….

27. Differentiated Classrooms feel right to students who learn in different ways and at different rates and who bring to school different talents and interests; and, who are assessed and instructed in different ways. Differentiated Classrooms feel right to students who learn in different ways and at different rates and who bring to school different talents and interests; and, who are assessed and instructed in different ways. The Differentiated Classroom: Responding to the Needs of All Learners, Carol Ann Tomlinson 1999 The Differentiated Classroom: Responding to the Needs of All Learners, Carol Ann Tomlinson 1999

28. Lunch 12:00 until 1:15

29. Respectful Tasks Choose a partner. Read your task card’s contents. After discussion with your partner, record your impressions on either the accompanying P-M-I chart, or Reflecting chart (your choice)

30. Respectful Tasks Respectful Tasks: consider the readiness levels of the students relate to outcomes offer all students the opportunity to explore important ideas and skills at escalating rates of difficulty and proficiency offer all learners opportunities to engage in tasks that are equally interesting, equally important and equally engaging

31. Instructional Strategies Tiering Grouping

32. Tiered Assignments/Activities Tiered instruction is a means of teaching one concept and meeting the different learning needs in a group. Tiered instruction is a means of teaching one concept and meeting the different learning needs in a group. Students work at challenging and respectful tasks. Students work at challenging and respectful tasks.

33. Tiered Assignments/Activities Six Ways to Structure: By Challenge or Readiness Level By Challenge or Readiness Level By Complexity By Complexity By Resources By Resources By Outcome By Outcome By Process By Process By Product By Product

34. Groups alternate through many types of group structures are a planned arrangement of student groups based upon strengths, interests and/or needs change memberships constantly throughout the year based on on-going assessment Differentiated Instruction: Entry Points for Secondary Mentors 2009

35. Let’s look at some lessons to see what was differentiated: 1.Math: ½ + ½ = 2 profiles of ’What’ was differentiated?’ 2. Science

36. Return to Anchor Look again at this morning’s anchor activity. You were to ‘plan a lesson’ after being provided some formats and planners. (Your homework was to bring an idea for differentiation and related outcomes.) If you are ready to craft a plan, please proceed (on your own or with a partner). For those who may not be quite as ready, please “Stop” and consider what ‘questions’ and/or issues first need to be resolved. (Share with the remaining group)

37. Re-assessing Understandings Re-examine your quiz and make any changes to your previous answers. Your changes indicate your new thinking and learning, and illustrate your ‘next steps in instruction’.

38. What do we think? Does applied differentiation replace the need for Adaptations? What is its impact on the # of IPPs we have?

39. What kinds of things can you do to influence change at your school with regard to beginning or continuing differentiated practices at the classroom level? “ It's easier to go down a hill than up it but the view is much better at the top. “ Henry Ward Beecher

40. 1. 1. Choose a teacher who would like to differentiate further.. 2. 2. Select a “do-able” content area in which you have some flexibility. 3. 3. At first choose only one ‘thing’ to differentiate 4. 4. Try differentiation for a small block of time. You do need to differentiate everything all the time. 5. 5. Reflect upon and celebrate your successes. “It is common sense to take a method and try it. If it fails, admit it frankly and try another. But above all, try something.” Franklin D. Roosevelt

41. “There is no single tried and true method of differentiating instruction and assessment; but, there are some commonly accepted practices that you will find helpful.” “…the major component of differentiation: the mind-set. Everything else is craft.” Wormeli 2007 p.11

42. Close your eyes and imagine what it feels like to be fully included, respected and encouraged.

43. Thank-you for the work you do every day in helping students become engaged in learning & moving toward realizing their potential!